促进幼儿科学领域深度学习的教师指导策略  

Strategies for Teacher Guidance to Promote Deep Learning in the Science Field among Preschoolers

作　　者：李瑷捷 蔡文伯 LI Aijie;CAI Wenbo(Tarim University,Alar843300)

机构地区：[1]塔里木大学,阿拉尔843300

出　　处：《早期儿童发展》2025年第1期47-55,共9页Early Childhood Development

摘　　要：深度学习作为一种主动积极的学习方式,通过兴趣和问题解决的内在动机引导,激发幼儿积极探究和解决问题的能力。幼儿深度学习强调积极情绪、问题解决、动手制作、同伴合作、评价反思,与科学领域的教育目标和学习方式存在逻辑一致性。本研究从激发兴趣与挖掘经验、提供支架与设计任务、优化材料与创设环境、提出问题与创造情境以及实施提问与鼓励评价多元化五个教师支持策略入手,探讨了如何提升幼儿在科学领域的实践表达和支持策略。这些指导策略有助于构建起科学领域与幼儿深度学习之间的桥梁,为幼儿的科学学习提供更有效的指导与支持。Deep learning,as a proactive and engaging educational activity,leverages intrinsic motivation driven by interest and problem-solving to inspire young children's active exploration and problem-solving capabilities.Characteristics of deep learning in young children include positive emotions,problem-solving,hands-on activities,peer collaboration,and reflective evaluation,which are logically consistent with the educational objectives and learning methods of the scientific domain.This study initiates from five teacher support strategies:stimulating interest and extracting experience,providing scaffolding and designing tasks,optimizing materials and creating environments,constructing problems and creating contexts,and implementing diversified questioning and encouraging evaluations.It explores how to enhance the practical expression and support strategies of young children in the scientific domain.These guiding strategies help build a bridge between the scientific domain and deep learning for young children,offering more effective guidance and support for their scientific studies.

关 键 词：幼儿深度学习 教师指导策略 科学领域 

分 类 号：G610[文化科学—学前教育学]